Year
2023Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
Nil
Incompatible
EDAR368 Creative Arts Education: Introduction to Creative Arts
Unit rationale, description and aim
This unit provides pre–service teachers with an introduction to Arts education. The Arts make a unique contribution to children’s education, enhancing their social–emotional well–being and promoting creativity, cultural understanding and social harmony. Teachers must be equipped with knowledge and skills in The Arts disciplines and pedagogy in order to provide learning experiences for children.
Through research and exploration pre–service teachers will develop foundational knowledge and understandings of Arts practice, pedagogical principles and curriculum structures within Dance, Drama, Media Arts, Music and Visual Arts. Through engagement in practical activities, analysis and discussion they will develop skills in making and responding across five distinct Arts disciplines, with an emphasis on practical application in the classroom. Pre–service teachers will apply and demonstrate their conceptual, pedagogical and curriculum knowledge through developing learning experiences that are responsive to the needs of diverse learners in school settings.
This unit aims to develop skills and confidence in providing active, developmental and differentiated learning experiences in the Arts for diverse contexts.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Demonstrate a broad knowledge and understanding of the concepts, substance and structure of the Arts as distinct forms, and of their place in society and within the Australian Curriculum and relevant state-based documents (GA5; APST 2.1; ACECQA B2, B7)
LO2 - Demonstrate knowledge of how children learn the distinct pedagogies of the Arts disciplines and their research and their theoretical underpinning (GA5; APST 1.2, 2.1; ACECQA C1, C2, C4)
LO3 - Locate, evaluate, adapt and develop a range of resources, including digital resources, for engaging students in their learning in Arts education (GA4, GA5, GA8, GA10; APST 1.3, 1.5, 2.1, 2.6, 3.4; ACECQA C1, C2, C4)
LO4 - Organise, design and implement learning sequences employing a range of teaching strategies, that engage and respond to the needs of diverse children/learners and respects the cultural heritage of Aboriginal and Torres Strait Islander learners (GA1, GA5, GA7, GA8; APST 1.3, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1; ACECQA B2, B9, C5)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B Education and curriculum studies B2 the Australian curriculum B7 creative arts and music B9 curriculum planning, programming and evaluation |
C Teaching pedagogies C1 alternative pedagogies and curriculum approaches C2 play based pedagogies C4 teaching methods and strategies C5 children with diverse needs and backgrounds |
Content
Topics will include:
Introduction to Arts education
- Theoretical and historical perspectives of Arts education
- An overview of the various disciplines comprising the key learning area ‘The Arts’
- The role of the Arts in society and the relationships between artist, audience, artworks and society
- The contribution of the Arts to the learning and development of children
- Curriculum policy implementation in the Arts.
The Arts disciplines
- An introduction to the concepts, elements, and practices of each distinct art form
- Curriculum structure and practices of making and responding in each art form
- Research into how students learn in The Arts, and the implications for teaching
- Strategies for facilitating children’s learning in the Arts, including play-based pedagogies, creative and collaborative exploration, and acknowledging Aboriginal Ways of Knowing
- Planning, implementing and evaluating learning experiences in each art form
- Strategies for differentiating teaching to meet the strengths and needs of diverse learners
- Appropriate resources, including art works from diverse cultures and ICTs, to engage children and promote their learning in The Arts
- The integration of information and communication technologies in the Arts
- Literacy and Numeracy strategies and their application in the Arts disciplines
- An overview of outcomes-based assessment strategies in the Arts
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources.
In this unit pre-service teachers will have the opportunity to experience Arts education in action. They will build their knowledge and skills through engagement in authentic Arts making and responding activities.
Through application of the above, pre -service teachers will build their knowledge of the Arts curriculum and Arts-specific pedagogy, and develop their ability to work autonomously, and to locate, organise, and synthesise information, through undertaking planning tasks. The ability to work collaboratively will be developed through designing teaching and learning activities, culminating in presentations to the class and/or an audience. Reflective practice will be promoted through critical reflection on these learning experiences.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences. It may include:
- Webinars, podcasts, videos
- Reviews / quizzes
- Discussion board to exchange ideas and refine learning.
- Focussed readings addressing a wide spectrum of Arts education and practices.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
Assessments in this unit engage pre-service teachers in practical tasks that mimic the ‘real-world’ of schools. The ability to design learning and teaching sequences, and capacity to think analytically and work autonomously, will be developed through undertaking individual and shared tasks. Arts skills will be developed through preparing special interest tasks and sharing these with peers. Reflective practice is encouraged through critical reflection on these learning activities.
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This Effective Teaching unit will focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers: Graduate level. Assessment Task 1 allows choice. The pre-service teacher will choose to complete one or two of the following: an Educational Resource Kit; an Arts Education Practice Journal; an Arts making the product; a learning activity. In Assessment Task 2 pre-service teachers will develop a sequence of learning activities in two or three of the Arts disciplines.
The two assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills in the curriculum pedagogy and assessment of Arts teaching.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete ALL assessment tasks and achieve an overall Pass grade.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 – Choice Select 1-2 of the following, focusing on the Arts disciplines not covered in the assessment task below:
| 50% | LO1, LO2, LO3, LO4 | GA1, GA4, GA5, GA7, GA8, GA10 |
Assessment Task 2: Sequence of learning activities Develop a sequence of learning activities in two or three of the Arts disciplines not covered in the assessment task above. These must demonstrate knowledge and understanding of:
| 50% | LO1, LO2, LO3, LO4 | GA1, GA4, GA5, GA7, GA8, GA10 |
Representative texts and references
Required text(s)
Russell-Bowie, D. (2014). MMADD about the arts! An introduction to primary arts education (4th ed.). Pearson Australia.
Australian Curriculum and relevant state and territory texts.
Recommended references
Bloomfield, A., & Childs, J., (2013). Teaching integrated arts in the primary school: Dance, drama, music and the visual arts. Routledge.
Buckingham, D., & Willett, R. (2013). Digital generations: Children, young people, and new media. Laurence Erlbaum Associates.
Caldwell, B., & Vaughan, T. (2012). Transforming education through the arts. Routledge.
Dinham, J. (2020). Delivering authentic arts education (3rd ed.). Cengage Learning Australia.
Gibson, R., & Ewing R. (2020). Transforming the curriculum through the arts (2nd ed.). Palgrave Macmillan.
Koster, J. B. (2015). Growing artists: Teaching art to young children (6th ed.). Wadsworth Cengage Learning
Roy, D., Baker, W., & Hamilton, A. (2019). Teaching and the arts: Early childhood and primary education (3rd ed.). Cambridge University Press.
Sinclair, C., Jeanneret, N., & O’Toole, J. (2017). Education in the arts (3rd ed.). Oxford University Press Australia.
Further references
Daubney, A. (2017). Teaching primary music. Sage Publications.
Poston-Anderson, B. (2012). Drama: Learning connections in primary schools (2nd ed.). Oxford University Press.
Rank, K. (2014). Teaching primary dance : A primer for generalist primary teachers. Education Services Australia.